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UNITED STATES OF AMERICA. 



PREPARING TO READ; 



OR, 



The Beginning of School Life. 



MARY A. SPEAR, 

PRINCIPAL OF THE MODEL SCHOOL, STATE NORMAL SCHOOL, 
WEST CHESTER, PA. 



WITH OVER THR^E HUNDRED DRAWINGS 



D. R. AUGSBURG. 




BOSTON AND CHICAGO : 

NEW ENGLAND PUBLISHING COMPANY. 

i8qi. 






Copyright, 1891, by 
NEW ENGLAND PUBLISHING COMPANY. 



Typography by J. 8. Cushing & Co., Boston, U.S.A. 



Presswork by Berwick & Smith, Boston, U.S.A. 



\\ 



PREFACE. 



If we would make a success of anything, we must have a 
good foundation upon which to build, even though the task 
of making this basis is slow and laborious. No satisfactory 
superstructure can rest upon a defective base. 

Many who are just beginning to teach a primary school 
fail to understand the nature or the amount of preparatory 
work which is necessary before a child is able to read from 
a book with ease and with a natural expression. It is my 
purpose to offer such suggestions and to present such details 
as will assist the inexperienced. 

The exercises given are but suggestive of many others of 
a similar nature. Slowly but steadily must the pupil be led 
on from the known and familiar to that which is unknown 
and strange. 

The blackboard is essential in preparatory work, since it 
affords the teacher a means for presenting written forms until 
they are well known. It is a help in gaining the attention 
of the child, who is interested in seeing form given to his 
oral expression. 



iv , PREFA CE. 

Script is used before print, because it is more easily and 
rapidly made by the teacher. For the child, who is to copy 
sentences from the beginning, writing Vill be of more practical 
value than printing. Script is learned as easily as print, and 
when learned the child can change to the printed form without 
difficulty. 

Teachers must bear in mind that during the first year of 
a child's school life he should not be forced to learn a great 
number of words, and that new words should not be presented 
before those which have already been given are well known. 
Short sentences are to be used at first. Longer sentences are 
to be gradually introduced and intermingled with the short 
ones. After every lesson the child should copy one or more 
of the sentences, and then read his transcript. 

The use of outline drawings not only gives variety but 

holds the attention, and at the same time prepares the pupil 

to receive that wider and more universal means of expression 

which is so rapidly spreading through all departments of school 

work. 

MARY A. SPEAR. 

West Chester, Pa. 



TABLE OF CONTENTS. 



PEEPARATION AT HOME . 

PREPARATION AT SCHOOL 

1. Language Exercises 

^ 2. Words 

3. The First Lesson . 

4. Imitation Exercises 

5. Drawings and Words 

6. The Word Not . 

7. New Phrases 

8. I Have . 

9. The Word And . 

10. Other Devices 

11. Pronouns and Proper Names 

12. Adjectives 

13. Verbs .... 

14. Prepositions . 

15. Dissimilar Sentences . 

16. Reviews or Sight-reading 

17. The Teacher's Thought 

18. The First Reading 

19. Silent Reading 

20. Supplemental Reading 

21. Summary 



PAGE 

1 



12 
13 
15 
15 

18 
19 
21 
22 
23 
26 
27 
29 
31 
35 
36 
38 
39 



vi CONTENTS. 

PAGE 

III. FKOM SCKIPT TO PRINT ....... 41 

DEAWING : 

How TO Draw . 46 

How TO Prepare 48 

Illustrations 48 



INDEX TO DRAWINGS. 



THINGS SEETS^ AT HOME. 

Plate I. — 1. Eake: teeth, head, handle, brace. — 2. Hoe: handle, blade. — 
3. Fork: handle, tines. — 4. Shovel: handle, blade. — 5. Axe: handle, 
helve. — 6. Pick: handle, pick, points. — 7. Hammer: handle, head. — 
8. Mallet : handle, maul. — 9. Square. — 10. Hatchet : handle, head, 
blade, edge. — 11. Trowel : handle, blade. — 12. Plane : stock, sole, heel, 
toe, wedge, iron, handle. — 13. Pinchers: jaAvs, handles. — 14. Level: 
block, air-bubble. — 15. Awl: handle, needle. — 16. Saw: teeth, blade. 
— 17. Oil can. — 18. Nail : head, blade, point. — 19. Tack : head, 
blade, point. — 20. Screw : thread, head, slot. — 21. Spike: head, blade. — 
22. Bolt : thread, head, nut. — 23. Wrench : handle, claws. — 24. Clamp : 
vice, screw, head. — 25. Wheelbarrow : wheel, handles, legs, braces, 
floor, back. — 26. Barrel : head, staves, hoops. — 27. Ladder : supports, 
rungs. 

Plate XL — 28. Shears : blades, handles, rivet. — 29. Thimble. — 30. Comb : 
back, teeth. — 31. Brush : handle, back, bristles. — 32. Pan : handle, 
ribs, leaf. — 33. Razor: handle, blade, rivet. — 34. Electric light : wire, 
globe, thumb-screw. — 35. Lantern : lamp, globe, burner. — 36. Candle : 
plate, holder, candle, flame. — 37. Lamp: globe, chimney, bowl, wick, 
handle. — 38. Gas : screw, arm, burner, flame. — 39. Corn-popper : 
handle, pan. — 40. Rolling-pin : roller, handles. — 41. Stove : pipe, 
griddles, door, legs, hearth, oven. — 42. Broom : handle, brush. — 
43. Mop: handle, mop. — 44. Duster: handle, duster. — 45. Sprinkler: 
pot, handle, bail, spout, sprinkler. 



viii INDEX TO DRAWINGS. _ 

Plate III. — 46. Cup: bowl, bottom, handle. — 47. Mug: bowl, bottom, 
handle. — 48. Scoop : handle, scoop. — 49. Funnel : ring, bowl, tube. — 
50. Goblet : bowl, standard, stem. — 51. Vase : bottom, neck, mouth. — 
52. Jug : body, neck, mouth. — 53.. Bottle : mouth, neck, body. — 

t 54. Jar : body, neck, mouth. — IS5. Can : can, mouth. — 56. Basket : 
bottom, basket, handle. — 57. Pail : pail, bail, handle, ears. — 58. Tub : 
staves, bottom, hoops^ handles. — 59. Kettle : bowl, rim, bail. — 
60. Pitcher : bowl, handle. — 61. Bowl : bowl, bottom. — 62. Dipper : 
dipper, handle. — 63. Chair : back, round, seat, legs. — 64. Eocker : 
seat, back, legs, rounds, rockers. — "65. Table: stand, feet, table. — 
QQ>. Stool : seat, legs, rounds. 

Plate TV- — 67. Ball : cover, seam, round, thread, stitch. — 68^ Bat. — 
69. Racket : handle, bow, gut, frame. — 70. Arrow : head, shaft, notch. 
71. Bow : string, bow. — 72. Lance : handle, barb. — 73. Spear : handle, 
tines, barb. — 74. Top : handle, point, top. — 75. Sinker : eyes. — 
76. Cracker : cracker, fuse. — 77. Cartridge : shell, powder, bullet. — 
78. Dart : shaft, head, point. — 79. G-un : barrel, stock, trigger, bore, 
muzzle, breach, lock. — 80. Revolver: pistol, barrel, cylinder, trigger. — 
81. Whip : stock, lash, cracker. — 82. Sword : blade, point, edge, guard. 
— 83. Knife : handle, blade, spring. — 84. Bobs or Double-runner : 
sleds, seat, handle. — 85. Horn : mouthpiece, tube, bell. — 86. Sled : 
runner, knees, shoe-braces. — 87. Cart : body, wheel. — 88. Bicycle : ■ 
wheel, saddle, backbone, spokes, forks, pedals, bell. — 89. Safety (same 
as Bicycle). — 90. Hoop. 

Plate Y. — 91. Globe : axis, standard. — 92. Flag : red, white, blue, 
stripes, stars. — 93. Drum : snare, head, rim, sticks. — 94. Wagon : 
wheel, box, axle, hub. — 95. Buggy : dasher, spoke, tire, seat, spring. — 
96. Cutter : body, runner, fender, seat, standards, braces. — 97. Sleigh : 
body, fender, runner. — 98. Car : door, bumper, trucks. — 99. Balloon : 
basket, frame, net, Avarji. — 100. Locomotive : engine, cab, stack, cylin- 
der, pilot, dome, bell, trucks, rods, drivers, whistle, headlight, tender, 
tank, coal. 



INDEX TO DRAWINGS. ix 

Plate VI. — 101. Door: hinge, latch. — 102. Window: glass, sash, blind. — 
103. Gate : post, hinge, latch, way. — 104. House : door, window, chim- 
ney. — 105. Barn : roof, gable. — 106. Tent : pavilion, canvas, poles, 
guy-ropes, pins. — 107. Bars: posts. — 108. Fence: rails, boards. — 
109. Wall : course, joints, stone. — 110. Stump : top. — 111. Log : log, 
ends. — 112. Scarecrow : body, legs, arms, hat. — 113. Stone : rock, 
boulder. — 114. Shanty : hut, cabin. 

Plate VII. — 115. Skiff : bow, stern, gunwale, row-locks, oars. — 116. Canoe: 
paddle. — 117. Punt : scow. — 118. Monitor : turret, gun, deck. — 
119. Tug: cabin, pilot-house, engine, steamer, smoke-stack. — 120. Cap- 
stan. — 121. Yacht : sail, mast, hull, boom, reef. — 122. Trumpet : 
mouthpiece, tube, bell.— 123. Rope : line, strands, hawser. — 124. Chain : 
links. — 125. Anchor : flukes, shank, arms, stock. — 126. Link. — 
127. Oil-can. 

Plate VIII. — 128. Sun : horizon, reflection, rays, water, sky. — 129. Arch: 
keystone, abutments, span. — 130. Volcano : mountain, hill, valley. — 
131. Lake : island, cape, peninsula, shore, inlet, outlet, bay. 

THE VEGETABLE KINGDOM. 

Plate IX. — 132. Wheat: beard, kernel, husk, stock, leaves. — 133. Oats: 
stem, beard, kernels. — 134. Leaf : blade, edge, base, apex, stem. — 
135. Grass : stem, head. — 136. Corn : husk, silk, kernel, cob, stock. — 
137. Grape : stem, pulp, seed, skin, bloom. — 138. Lemon. — 139. Pear : 
core, stem, seeds, skin. — 140. Banana : peel. — 141. Orange : stem. — 
142. Peach: pulp, skin, stone. — 143. Leaf (Willow) : blade, midrib. — 
144. Plum : stone. 

Plate X. — 145. Bean: pod. — 146. Pea: pod, stem. — 147. Cucumber: 
stem. — 148. Cabbage : leaves, head, core. — 149. Gourd : handle. — 
150. Onion: stem, roots, body. — 151. Radish: body, stem, fibres. — 
152. Squash : rind, seeds, stem. — 153. Pumpkin : stem, fruit. — 
154. Potato : eyes, peel. — 155. Tomato : stem, fruit. — 156. Turnip : 
stem, root, body. — 157. Beet : body, stem, rootlets. 



X INDEX TO DRAWINGS. 

Plate XL — 158. Apple tree: trunk, foliage. — 159. Apple leaf : stem, mid- 
rib, veins, blade, edges. — 160. Apple : seed, core, peel, stem. — 161. Oak: 
trunk, branch, top, body, root. — 162. Acorn : cap, shuck, meat, kernel. 
—.163. Oak leaf: lobe. — 164. Maple leaf (same as Apple leaf). — 
165. Elm (same). — 166. Maple. — 167. Poplar. 

Plate XII. — 168. Rose: petals. — 169. Rosebud: stem, sepals, bud. — 
170. Fuchsia: stem, sepals, petals. — 171. Pansy: stem, flower. — 
172. Morning-glory: stem, sepals, trumpet. — 173. Calla. — 174. Lily- 
of-the-valley. — 175. Daisy. — 176. Pea blossom. — 177. Strawberry. — 
178. Blackberry. — 179. Gooseberry, — 180. Cherry. 

THE ANIMAL KINGDOM. 

Plate XIII. — 181. Butterfly. — 182. Moth. — 183. Mosquito. — 184. Dragon- 
fly. — 185. Fly. — 186. Bug. — 187. Moth. — 188. Bee. — 189. Bee- 
sting. — 190. Ant. — 191. Spider. — 192. Worm. — 193. Web.— 
194. Snail-shell. 

Plate XIV. — 195. Common bird. — 196. Foot. — 197. Bird of prey. — 
198. Foot : claws. — 199. Swimming bird. — 200. Foot : web. — 
201. Wading bird.— 202. Leg: foot — 203. Wren. — 204. Humming- 
bird. — 205. Bird on its nest. — 206. Owl. — 207. Nest : eggs. — 
208. Humming-bird on its nest. — 209. Wading bird: crane. — 210. Duck: 
swimming bird. 

Plate XV. — 211. Ducklet. — 212. Chick. — 213. Hen. — 214. Kingfisher. 
215. Turkey : gobbler. — 216. Rooster : cock. — 217. Peacock. — 
218. Pigeon.— 219. Mocking-bird. — 220. Ostrich: plumes.— 221. Swan. 
— 222. Snipe. — 223. Goose. 

Plate XVI. — 224. Dog. — 225. Fox. — 226. Cat. — 227. SquirreL — 
228. Rat. — 229. Mouse. — 230. Rabbit: ears. — 23L Goat: beard, 
hoof. — 232. Bear : paws. — 233. Fawn : deer, venison, antler. — 
234. Pig : hog, snout, pork, lard. — 235. Hoof. — 236. Paw. — 
237. Lion. 



INDEX TO DRAWINGS. 



ABOUT PEOPLE. 



Plate XVII. — 238. Nose : nostrils, wing-ridge. — 239. Eye : lid, iris, 
pupil, winkers. — 240. Mouth: lips. — 241. Ear: lobe. — 242. Chin: jaw. 

— 243. Lips. — 244. Mustache. — 245. Whiskers: beard. —246. Spec- 
tacles : eye-glasses. — 247. Pipe : stem, bowl. — 248. Watch : case, ring, 
stem, face. — 249. Cane. — 250. Umbrella : bow, handle. — 251. Collar- 
button. — 252. Grip : satchel, bag. — 253. Coat : sleeve, collar, button. 

— 254. Mask.— 255. Collar.— 256. Scarf.— 257. Ear-ring. — 258. Pin. 

— 259. Pen: nib, slit. — 260. King. — 261. Wallet: clasp, purse. — 
262. Diary.— 263. Cuff. 

Plate XVIII. — 264. Mitten. — 265. Rubber. — 266. Moccasin : buckskin. 

— 267. Slipper : upper, heel, sole. — 268. Shoe : eyelets, shoestring. — 
269. Button-hook. — 270. Skate : clamp, runner, lever. — 271. Cap. — 
272. Hat : derby, rim, band, buckle. — 273. Hat : crown. — 274. Muff : 
fur, tassel. — 275. Whisk. — 276. Boot : heel, straps, toe, sole. 

ILLUSTRATIONS EXPRESSING ACTION. 
[Nearly all of the illustrations may be made to express action.] 

Plate XIX.— 277. Standing.— 278. Walking.— 279. Kunning. — 280. Jump- 
ing.— 281. Skating. — 282. Sitting. — 283. Kneeling. — 284. Catching. 
285. Diving. — 286. Swimming. — 287. Reading. — 288. Dancing. — 
289. Smiling. — 290. Frowning. — 291. Laughing. — 292. Crying.— 
293. Flying. —294. Quacking. — 295. Singing. — 296. Sleeping. 



CHAPTER I. 
PREPARATION AT HOME. 



The ability to read a printed or written page understandingly 
gives the power to interpret the thoughts of another, and excites 
the mind of the reader to produce new thoughts, thus giving him 
an extended knowledge. Reading is a means for self-improve- 
ment and self-culture. Because of its importance it is one of the 
essentials in the school course of study ; many authorities requir- 
ing the work to be commenced as soon as the child enters upon 
school life. 

What is known of reading, or what preparation for learning 
to read, has been made up to this time ? 

The child has done a great deal of preparatory work Avhicli is 
indispensable. His senses have been actively employed, and, as 
a natural consequence, he has had thoughts concerning those 
things which he has seen and handled. He has been observing 
his surroundings and has gained some knowledge of them. 
Simultaneously with this knowledge came that wdiich led 
him to associate certain distinguishing sounds with particular 
objects, and thus he learned to recognize the words which con- 
veyed notions of these objects ; that is, he learned their names. 
He also learned to recognize words which were significant of 

1 



2 PREPARATION AT HOME. 

qualities and actions, as well as others necessary for tlie complete 
expression of thoughts. Not only did he have an understanding 
of sounds or words when he heard them uttered by others, but 
after repeated trials he was able to produce some of them him- 
self ; then he had learned to talk. By his own sense, activity, 
and experiences he had gained ideas pertaining to the objects 
and the actions about him, and these had furnished materials for 
the thoughts to which he was inclined to give verbal expression. 

Undoubtedly the child's only motive for speech was to make 
known to others his wants, his inclinations, and his feelings. To 
him these were of primary importance, and words were used only 
as a means for their conveyance. The gaining of thoughts and 
of words to express them came to him almost unconsciously. At 
the beginning, his utterances were imperfect and incomplete, but 
since they were understood by the people with whom he associ- 
ated, he was allowed to continue the use of faulty language, and 
many of his errors were not corrected ; consequently, when old 
enough to enter the primary school, he has this defective knowl- 
edge of spoken words as a preparation for reading. 

Before entering school most children have learned to recog- 
nize s;yTnbols of ideas through the sense of hearing alone ; but, in 
order to be able to read or to understand the thoughts expressed 
on the printed or written page, they must learn to recognize 
these symbols through the sense of sight, so that the forms will 
readily bring to mind the ideas of which they are the printed 
signs. The child's knowledge of spoken language was not 
acquired by learning to recognize the sound of one word and 
then another that had or had not a relation to it ; he did not 



PREPARATION AT HOME. 3 

learn a certain number of nouns before he had any knowledge of 
words signifying actions, but most of his language was learned 
by hearing the different parts of speech used in combinations to 
express thoughts. When he had need of a word to convey an 
idea he used it, not singly, but in connection with others, or in 
sentences so far as he was able to speak a succession of words. 
Instead of learning a great number of separate words, and then 
learning how to properly connect them with one another in order 
to make a complete statement, he attempted to express the sen- 
tence as an entirety. When he enters school and prepares for 
reading, it is not necessary to learn the names of letters before 
he can recognize words which are composed of those letters, 
neither is it indispensable to know several disconnected words 
before he can read sentences, but the recognition of the forms 
of short sentences is acquired as easily as the recognition of their 
sounds. Thought may be gained through the eye as readily as. 
through the ear. 

A short and definite statement has more significance than 
any single word of that statement. The child can best learn 
to read by learning to recognize sentences before he is taught, 
disconnected words, just as he can learn a word more easily than 
he can learn the names of the letters in that word. 



CHAPTER II. 
PREPARATION AT SCHOOL. 

SECTION I. 
LANGUAGE EXERCISES. 

Thinking and speaking make the groundwork for loriting 
and reading. 

When the pupil enters upon school life, having already had 
some practice in thinking and speaking, his first lessons should 
be language exercises so that he may continue his preparation 
for the reading lessons. He should be encouraged to engage 
in conversations on familiar subjects, and about objects which 
he is allowed to see and to handle. These conversations prepare 
the way for reading. If a teacher has the confidence of her 
pupils and does not restrain them in speech, except to correct 
then' faults ; if she arouses their minds so that thoughts are 
awakened, and the expressions come freely and spontaneously, 
they will acquire a habit of talking easily and fluently which 
will help them to read readily and naturally. 

After a short talk some of the sentences given by the pupils 
are to be written on the blackboard, thus presenting to the class 
forms as well as sounds of known words. 



LANGUAGE EXERCISES. 5 

During the first two years in school an oral language lesson 
should make the basis of every reading lesson, that the pupils may 
be alforded many opportunities for speaking those words and 
word-combinations which they are to read. The period allowed 
for this language exercise is the proper time for teaching the 
new words which the child must be adding continuously to his 
vocabulary as he gains the ideas represented by them. 

In the first years of a child's life, or before he has learned 
to read, all his new words are gained by hearing ; at a later 
period they are gained by reading as well as by hearing. 

At the time of tlie oral language lesson attention must be 
given to enunciation and articulation, both of which are essential 
elements of good oral reading and of good speaking. By imitat- 
ing his teacher, the child may learn to pronounce words correctly 
and with distinctness. His faulty pronunciation must be cor- 
rected, not only at the time of the language exercise, but at all 
other times whenever a mistake is made. 



SECTION II. 

WORDS. 

If a teacher is required to use any specified Primer or First 
Reader for her class, she will find it helpful to carefully read the 
first twenty or twenty-five pages of the l^ook, and to make a list 
of the nouns and verbs which are found there ; also to make a 
note of the sentence beginnings and of some of the phrases which 
occur on those pages. Selections from these words and phrases 



6 PREPARATION AT SCHOOL. 

are to be made and introduced into the conversation exercises. 
Here the pupils are given frequent occasions for their use until 
they are spoken easily and naturally wh(^ needed to express 
thoughts ; afterwards they are to be used in the script exercises 
until their forms are readily recognized. By following this jDlan 
the pupils have a good knowledge of the meaning and appearance 
of words wdiich will occur in their first printed lessons ; and when 
they begin to read from the book they will be able to do so with 
confidence. If they have this feeling of assurance, their reading 
is an easy and natural expression. Two or three years' practice 
in reading words which are well known and understood does 
much towards forming a style of good reading that clings to the 
pupil ever afterwards. It becomes such a strong habit, that he 
will not attempt to read orally until he understands the meaning 
of a sentence and is able to pronounce the words in it. 

The first words which the pupil is required to recognize in 
script or print should always be those which he is accustomed to 
use in speech and with which he has an intimate acquaintance. 
He must see them repeatedly until their forms are learned. 
Learning to read is learning to recognize words used in con- 
versation. 

SECTION III. 

THE FIRST LESSON. 

When preparing for the first reading lesson, the teacher 
determines what words or phrases shall be used orally in the 
exercise which is to immediately precede the written work ; she 



IMITATION EXERCISES. 7 

also decides what sentence she will write upon the blackl^oard 
for the class to read. This, however, will lose much of its 
efhciency when it is given by herself : to have the greatest 
power and vitality, it should come from a pupil as his own 
thought expression. A skillful teacher will have no difficulty 
in leading one of the members of the class to give, as his own, 
any simple statement which is desired. Having made the selec- 
tion, the conversation may be so directed that some one or more 
of the class will use the sentence naturally in answer to questions 
or in responsive remarks. 

Some of the first lessons will be imitations, but these need not 
continue beyond the teaching of three or four phrases. As soon 
as the child begins to acquire an idea of complete sentences, — 
which he does by careful attention during the lessons in oral lan- 
guage, — the teacher finds it easy to get, by questions or remarks, 
such statements as she wishes to write. In a very short time 
the verbal lessons which precede the reading are no longer imita- 
tion exercises, but they are conversations which are carried on by 
the pupils under the guidance of the teacher, who, if she is a true 
artist, conceals all her efforts, and the children are not made con- 
scious of her influence. 



SECTION IV. 

IMITATION EXERCISES. 

The teacher decides that the phrase to be written on the 
blackboard shall be, ''This is" — in connection with the name 
of some object, — "a ring." Near at hand are several objects. 



8 PREPARATION AT SCHOOL. 

the names of which are to be written in some future reading 
lessons, but only one of them — " ring " — is to be written to-day. 

Taking an object, she says, "This is a box"; then directs 
the pupils to take something and tell what it is. Children are 
imitative, and when Edith takes a ring, and is asked to tell what 
she has, there is a probability that she will say, " This is a ring." 
Each of the other pupils takes something and, holding it so that 
all may see, makes the statement, " This is a ." 

The time has now come when the children are to see lan- 
guage. They are to learn how thought can be communicated by 
form as well as by sound. 

The first sentences which they see are their own. 

The teacher says, " I will write Edith's story on the black- 
board so that all may see it." She writes, — 



Edith sees her thought represented in script, and it has a charm 
for her greater than it would possess if she believed it was 
originated by the teacher. To see this written expression excites 
an interest amongst her classmates also, and its form makes 
a stronger impress on their minds than any writing from an 
unknown author. 

Alice has a top, and is eager to have her sentence written 
on the blackboard. Others also hold objects and give statements 
which they desire to see. No young author has a greater longing 
to behold his first efforts as they appear when printed than these 
young pupils have to look at their sentences written uj^on the 
blackboard. 



IMITATION EXERCISES. 9 

The teacher wishes to gratify her Uttle pupils and to write a 
sentence made by each ; yet she remembers that she must not, 
in one lesson, give too much that is new and strange. If she 
crowds many word forms into one lesson, there will be a confusion 
of ideas, and no good results will be obtained. 

If the class numbers ten pupils, and the phrase " This is " is 
written ten times, something is gained thereby, for each repeti- 
tion serves to deepen the impression made by the written form ; 
also the association of the spoken words with the scrij)t repre- 
sentation is made stronger and the phrase will be better known 
when seen again ; but to complete the sentences b}' adding the 
names of ten different objects will give the pupils so many 
strange word forms that they will become perplexed and will 
not be able to gain definite ideas of any one of them. 

To have each pupil hold the same object that was held by 
Edith, to have each give the same sentence, and to have this 
sentence written for each of them, or to have the same sentence 
written ten times, would be extremely monotonous for both 
pupils and teacher. Some device must be used to obviate these 
difficulties and at the same time allow the needful repetition of a 
few words, while avoiding the presentation of a great many 
different ones. 

In the early lessons preparatory to reading, outline drawings 
of objects may be employed as representatives of ideas. They 
may be used in the place of the words in sentences. It is 
desirable that such objects shall be selected for representation 
as can be produced by a few straight or curved lines, or by 
making only two or three strokes with the crayon, so that no 



10 PREPARATION AT SCHOOL. 

more time shall be taken for the drawing than will be needed 
for writing the word. 

In the lesson which has been described, all of the oral 
sentences have the same beginnings as Edith's, but each is 
completed differently. The objects held by the pupils are in 
sight of every member of the class, and the statements given 
make distinct impressions on every one. Each sentence has its 
own significance, and the children desire to see it expressed as 
Edith's has been. 

Alice gives hers, and the teacher writes, — 

This is a 

She then says, " Instead of writing another word I will 
make this," 11 

V 

Now Alice may read her sentence. 
This is a 



Alice has no difficulty in reading the combination of picture 
and words. This sentence is followed by others, each beginning 
with words and ending with a drawing, and the ten pupils have 
been made happy by seeing their thought expressions. 

At the close of the lesson the blackboard has these state- 
ments : — 

This is a ringo 

This is a 



IMITATION EXERCISES. 11 



This is a (*' 



This is a ^ 
This is a 
This is a 




This is a 



The reading of these conchides the exercise, and, for seat- 
work, the children are required to copy one of them, all others 
being erased. The copies may be illegible ; but if there has been 
an endeavor to imitate the script forms, there must have been a 
closer and more careful study of the phrase than if they had 
been required only to read it. Repeated attempts to copy will 
strengthen the power to distinguish form. 



12 PREPARATION AT SCHOOL. 

SECTION V. 
DRAWINGS AND WORDS. 

No attention is given to the difference iDetween expression by 
drawing and expression by words ; yet we find the pupils reading 
the pictures as tliey read the words ; a simple outline suggesting 
the object just as the word brings it to the mind of a more 
advanced pupil. 

The frequent repetition of words, which is necessary when a 
child is beginning to read, sometimes makes teaching a trouble- 
some task for one who wishes to avoid monotony. An exercise 
in which drawings are introduced not only removes this annoy- 
ance without presenting so many new words as to confuse the 
mind, but also has a power to attract the attention and create an 
interest in the lesson. It gives a succession of different sentences 
as well as repeated words. When drawings are used, the child 
begins an unconscious analysis of the sentence as soon as he 
sees it written, Ijut this will not prevent the recognition of the 
thought. 

In sentences like the ten which have been shown, where the 
same phrase is used in each, the pupil sees the similarity existing 
between the words, and also sees the different terminations. He 
is able to notice a difference in terminations, or in the drawings 
of familiar objects, much more readily than he can perceive a 
difference in the forms of unfamiliar words ; yet, as soon as he 
becomes acquainted with the Avords by their frequent repetitions, 
they will assume more definite forms, and he will be able to^ 
make discriminations with as much ease as he now distinguishes 
the drawings. 



THE WORD XOT. 13 

From time to time a picture is discontinued and the word 
substituted instead. When once the word form has been shown, 
it must be used henceforth until it is learned. To make this 
change, the teacher writes the sentence, using the picture, thus, — 

This is a 

This is read by some member of the class. After which, the 
teacher again writes the sentence, putting the word underneath 
the picture, and tellmg the class that the sentences are the same. 



Thi 



is is a /k 

This is a cherry. 

Or, to make the matter more difficult, the picture is erased and 
the word is written in its place. Whenever this is done, there is 
no drawing to suggest the idea. The first device prepares the 
way for the second and makes the work easier. 



SECTION VI. 

THE WORD NOT. 

There are so many words to be taught which are not names 
of objects and cannot be pictured, that it is an advantage to 
represent the objects by drawings until pupils have gained a 
knowledge of the appearance of several words which cannot be 
outlined, but which will be helpful in giving variety to the work. 



14 PREPARATION AT SCHOOL. 

The word not is easily introduced and learned at an early 
date. A device may be used that will aid in holding the 
attention to this word, at the same time repeating some others 
which are being taught. Some object is held up by a pupil, 
who says, "This is a cherry." The statement is written on the 
blackboard ; then the teacher takes a strawberry, saying, " This 
is not a cherry," and writes the expression underneath. 

This is a cherry. 

This is not a cherry. 

A pupil is asked to read the first sentence ; another reads the 
second. Below these is written, — 

This is a 

Alice, holding a knife, gives another sentence, which is 

written,- This is a cr^ 



Taking a key, the teacher says, " Tell what I write." 
This is not a 



This is a T 

" I will write about something else. You may read." 

This is a ring. 

"Frank may take something from the table and make a 
sentence. Tell one that has this word," — pointing to not, thus 
distinguishing it from the other words. If he makes a state- 



/ HAVE. 15 

ment containing some word which he has not yet seen in script, 
or one which the teacher does not wish to write in the present 
exercise, she accej)ts it, if correct, and then, taking the object 
from him, says, " See what I write about it." 

This is not a ring. 

A teacher will make the occasions for using a new word as 
frequent as possible until it can be instantly recognized. 



SECTION VII. 

NEW PHRASES. 

It is wearisome to use one phrase a long time before intro- 
ducing another which may be used in the same lesson with it. 
When two phrases are used, the pupils will make comparisons 
between them and thus gain a better knowledge of the form of 
each, and gain it in less time than if they had been given only 
one phrase. 

SECTION VIII. 

I HAVE. 

I have is readily used by pupils in their conversations, and 
can be early taught in the script lessons. This phrase, together 
with This is, the other known words, and the drawings will 



16 PREPARATION AT SCHOOL. 

afford sufficient variety to make the lessons interesting, although 
each word is written many, many times. 

To introduce the phrase / have, the teacher gives an ohject 
to each member of the class, and then calls upon somebody to 
tell what he has. 

One or more of the pupils will be likely to give the desired 
expression in reply to the question, "What have you?" If, 

however, the answer, " I have a ," is not obtained, it is 

well to accept whatever response may be given, provided it is 
correct, and then tell the pupils that they are to ask the question 
of the teacher. Each one makes the inquiry, and to each the 

answer is given, " I have a ." The answers are varied by 

taking a different object for every reply. 

If the teacher wishes to avoid machine-like work, there will 
be a diversity of tones and inflections in her answers. These 
variations will be noticed, and will so influence the pupils that 
they will more quickly perceive these elements in vocal expres- 
sion whenever they hear good speaking or good reading. They 
will feel that these different modulations give agreeableness to 
speech. They do not yet understand the uses of these elements, 
neither is their attention called to them ; but in an exercise of 
this kind an idea of tones, inflection, or emphasis is awakened, — 
an idea which may be more fully developed in the future. 

After the children have heard these several replies, the ques- 
tion is again asked, "What have you?" There is a probability 
that this time the reply will be the one desired ; also, that some 
of the pupils will imitate the replies which they have heard, and 
answer with similar emphasis and inflections. 



/ HAVE. 17 

Frank says, " I have a pencil." Others make statements 
that are written on the blackboard. Each reads his own expres- 
sion, at the same time holding up the object so that it may be 
seen by all in the class. 

When every sentence has been read by its author, the objects 
are exchanged. Pointing to the sentence, 

I have a 

the teacher says, " Whoever can make this sentence true may 
read." 

Ralph, to whom Frank has given the pencil in exchange for 
the ring, reads it. 

" Of whom is this sentence true ? " 

I have a ring. 

Frank holds up the ring and reads. 

To have yet another reading of these sentences, the pupils 
stand in a line, and each passes the object which he holds to his 
right-hand neighbor. This having been done, the teacher again 
points to some statement, and the one who can make it true 
reads. No definite order is followed when designating the sen- 
tences, but selections are made promiscuously so as to insure 
watchfulness. 

After the pupils have had considerable practice in seeing 
words or drawings, and associating them with objects which are 
at hand, they should be encouraged to recall some things they 
have at home, — things Avitli which they are familiar, but which 
cannot be seen at the time of the reading lesson. Thus they will 



18 PREPARATION AT SCHOOL. 

begin to associate the word or drawing with some remembered 
object. When making statements about things not seen, it is 
better, in the early work, for the chikl to see his sentence written 
with pictures before seeing the word, and then make the sub- 
stitution in the manner which has been previously shown. The 
drawing helps him till he has some knowledge of the form of 
the word, and in a measure takes the place of the object. 

I have a N / ,, 
I have a cup. 
I have a 
I have a 
I have a 



^ 



SECTION IX. 
THE WORD AND. 



The word and can be employed while using the phrase / have. 
This will afford a favorable opportunity for making longer sen- 
tences without hindering the progress of the child, since and is 



OTHER DEVICES. 19 

used to connect only such forms as are well known. It is desir- 
able to have pupils become accustomed to sentences of unequal 
lengths as soon as they are able to read them. The sentences 
will be : — 

I have a cherry and a /^ 

I have a ring and a 

I have a maple ^^ and a chestnut ^ 



SECTION X. 

OTHER DEVICES. 

Imitation exercises should be dissimilar without making 
them of a rambling; nature. Children are interested in new and 
unexpected acts or sayings ; and when a teacher can introduce 
some new device for practising a phrase or a word which has 
already been presented, she finds a new interest is awakened, 
and the pupils are often led to use the phrase or word more 
understandingly than before. 

Here is another device which can be used for repeating the 
phrase This is. There are several objects on a table, and the 
teacher touches one of them, saying, "■ This is a leaf. Alice 
may touch something and tell what it is. Each girl in the class 



20 PREPARATION AT SCHOOL. 

may do the same. Each boy may touch something on the table 
and tell what it is." 

Hey^e is may be taught in a similar way. 

Devices that will attract so as to interest are to be sought 
out and practised. Here is one that can be used when teaching 
the phrase That is. Standing at a little distance from the table, 
the teacher points to some object, and says, " That is a leaf. 
Each one in the class may point to something and tell what it is. 
I will write your sentences on the blackboard." 

The same device is employed to teach The?'e is. When using 
this phrase, the pupils speak, not only of the things found in the 
school-room, but also of things seen outside. Going to a window, 
one child says, "There is a robin." Others make known the 
things which they see. Their statements are written, and on 
the blackboard appear the sentences : — 



^ 



There is a 

There is a 

There is a 

There is a it 

There is a cherry, etc. 



PRONOUNS AND PROPER NAMES. 21 

SECTION XI. 
PRONOUNS AND PROPER NAMES. 

Having learned to recognize the expression / have, the pupils 
easily pass to a different form of the verb when it is used with 
other pronouns. Replying to the question, "What has Alice?" 
the statement is made, " She has a fan " ; or the question is 
asked concerning some boy in the class, so that the answer will 
require the use of the pronoun he. 

To be able to write one's name is one of the earliest require- 
ments made of the child, but pupils should be taught to read and 
to write other proper names. An easy and effective means for 
doing this may be employed in connection with a reading exer- 
cise, and each pupil can learn to recognize and to read the names 
of others. 

Every member of the class holds some object so that it may 
be seen by all, while each in turn is called upon to tell what his 
right-hand or left-hand neighbor has. As the statements are 
made, they are written : — 

Edith has a fan. 

Frank has a knife. 

Emma has a 

Alice has a ^"x^ 
Roy has a leaf, . etc. 



22 PREPARATION AT SCHOOL. 

The author of the first sentence is asked to read it. Oscar 
reads, "Edith has a fan." Ralph, who gave the next, reads, 
" Frank has a knife." As soon as all have been read, an 
exchange of objects takes place. The teacher erases the word 
leaf, and asks, ""What shall I write here ?" Roy, who now has 
the knife, gives the word which shall be written in his sentence. 

Roy lias a knife. 

Or perhaps Emma's name is erased, and the question is asked, 
"Whose name shall be written here? Who has the feather?" 
Sara has it, and her name is placed at the beginning of that 
sentence. 

Sara has a 



SECTION XII. 
ADJECTIVES. 

While speaking of an object, the pupils will not fail to notice 
some of the qualities belonging to it. They must hear and learn 
the proper words to express these qualities. Most children have 
a limited number of adjectives, which they use indiscriminately. 
To avoid the too frequent use of these, and to lead the child to 
form the habit of careful selection, some new words are gradually 
introduced into the conversation lessons. In early work only 
one modifying word is required, but as the pupil advances he 
must be encourasred to use more than one in a sentence. 



VERBS. 23 

Attention should be given to teaching adjectives of form, 
color, and extent, since these belong to all ol3Jects which the 
child sees or handles. 

When the j^upil has learned to use an adjective in conversa- 
tion, it is to be shown in the script lesson. The use of adjectives 
in the reading lesson not only serves to give variety, but likewise 
lengthens the sentences, so that the eye may be trained to see 
more words at a glance. 

This is a round leaf. 

Eoy lias a red cherrv. 

I have a lonii; 



SECTION XIII. 



To make the complete sentences which are required, the pupil 
must make use of verbs. In the first part of the Reading Book 
are found the words, have, he, see, run, jump, Iwp, 'play, spin, get,. 
and others, which the child uses when speaking of himself or of 
his mates. He will readily learn to recognize forms of these 
verbs as they are used in connection with pronouns or proper 
names. The teacher says, " If you wish to go very quickly from 
your home to the schoolhouse, how can you do so ? If I wish 



24 PREPARATION AT SCHOOL. 

you to be at the opposite side of the room in the least possible 
time, how will you get there ? Let me see you run ; then come 
back to the blackboard and tell me who can run across the room. 
I will write the names." 

Frank can run. 

Ralph can run. 

Sara can run, etc. 

When all are written, Frank is called upon to read the first 
sentence, Ralph to read the second, and so on, until everybody 
has read a sentence, beginning with his or her name. Then 
some of the sentences may be changed by substituting the 
pronoun / for the proper name, while those which remain 
unchanged are to be read by some member of the class selected 
by the one whose name is used at the beginning. 

At the next lesson the teacher says, " You can run ; tell me 
something else you can do." 

I can jump. 
I will write. 
Roy can jump. 

''Let me see you place your feet close together and jump 
high. Who can jump highest? Who makes the least noise?" 
Very soon these two action words may be put into a single 
sentence, — 



VERBS. 25 

Eoy can run and jump. 
Frank can run and jump. 

For seat work let each copy the sentence containmg his or her 
name. Afterwards copy it and substitute the pronoun / for the 
name ; copy again and use ive instead of /; or take two names 
and one verb, making, — 

Frank and Roy can run. 

Soon the pupils may haye their full name i)laced at the 
beginning of the sentences, — 

Frank E. Jones can run. 

Let the names of animals l)e introduced in connection with 
these words : — 

The dog can run. 

The "X^^ can run. 
The ^fc^ can jump. 



When giving words expressing action, let the children perform 
the acts if practicable. The teacher who does this need not be 
criticised for permitting too much play in the school-room, for 
this is not play for mere amusement, but for a purpose. It is a 
means employed for associating the word with the idea which it 
symbolizes ; if this association is made, the word is more readily 
recognized. 



26 PREPARATION AT SCHOOL. 

While performing these actions, the chiklren are required to 
be quiet and not boisterous ; thus they can be acquiring lessons 
in self-control. 



SECTION XIV. 

PREPOSITIONS. 

When a few objects have been used, and their names are 
known, the children will like to arrange them in different posi- 
tions with regard to one another, thus making it necessary to 
use words of relation, or prepositions. In this manner, during 
the first weeks of the pupil's school life, he is having practice in 
the use of such words as are needful for the making of short, 
intelligible sentences, instead of learning isolated words which 
do not convey distinct and definite ideas. He also sees these 
words and learns to recognize their script forms. 

The ring is near the T 

Frank has a cherry in the M / 

The pencil is on the I 1 

I have a IW under the m 

Up to this time only a few words in script have been given 
to the pupil, but they are of such a character that a great 



DISSIMILAR SENTENCES. 27 

number of different sentences may be produced by them, thus 
affording abundant practice in their use, at the same time making 
sufficient variety to prevent monotony. While the few famihar 
words are being repeated, there is a slow but steady addition of 
new words, which are also frequently repeated. In this manner 
his vocabulary is continuously increasing. 



SECTION XV. 

DISSIMILAR SEXTEXCES. 

Even though the sentences given to " beginners " are very- 
short and simple, yet one must not infer that it is needless to 
spend some time in preparing the lessons for the blackboard. 
There are many dangers wdiich may be encountered if one does 
not foresee and provide against them. If the same sentence 
beginnings are used throughout one lesson, pupils will be inclined 
to form a habit of guessing that which they are to read. 

When they are led to make such statements as these : — 

I have a fan, 
I have a ^f^^ 

I have a T 



I have a leaf, etc., 



28 PREPARATION AT SCHOOL. 

it may sometimes happen that, looking at the pictures of the 
hat and the key, and recognizing the words fan and leaf, they 
will not notice the other parts of the sentences, and yet seem to 
be able to read them. It is best, therefore, after they have been 
shown more than one phrase, to use the two or more in every 
lesson, and to have no fixed order for their arrangement ; then a 
child will be constrained to observe the entire sentence, and there 
will not be a tendency to acquire the habit of guessing. 
A lesson may be arranged in this manner : — 

Oscar has a top. 

I have a A 

This is a leaf. 

I have a fan, etc. 

The sentences are obtained from the pupils by asking such ques- 
tions as shall demand these forms of expression in reply. 

The teacher gives a top to Oscar. " Those who can tell 
what Oscar has may raise the hand. Frank may tell, and I 
will write his sentence. Alice will tell what she has. John, 
what is this? [putting a leaf into John's hand]. What have 
you, Emma ? " 

If these and similar questions are answered with animation, 
and in a natural manner, as the spontaneous expression of 
thought, the teacher may be sure that she has, or appears to 
have, sufficient interest in the lesson to stimulate the child's 



REVIEWS ON SIGHT-READING. 29 

mind ; she has a personal power that is felt by the pupil, and 
causes him to feel interested in that which seems to interest 
herself. Although the thoughts expressed in these sentences 
may seem to be trivial matters for a teacher, yet it is sometimes 
necessary to stimulate an interest in them in order to arouse 
the pupils. 



SECTION XVI. 

REVIEWS OR SIGHT-READING. 

When pupils have had a few exercises in which they have 
seen their expressions written on the blackboard, or have been 
led to associate the written with the spoken sentence, a portion 
of the time should be devoted to a review of that which has 
been shown in previous lessons. 

Let us suppose a child is able to read sentences beginning 
with This is, I have, I can see. How did he gain the power to 
read them ? 

For many successive days the conversations were so directed 
that he made use of these phrases whenever they could be 
employed to express thoughts. His expressions were given 
when his mind had been stimulated to activity by questions and 
remarks from others in the class, and they were, to him, of suffi- 
cient importance to claim attention. 

Immediately following the oral lesson he saw the written 
forms of some of his sentences containing the phrases in connec- 
tion with words or pictiuTS. These furnished the material for 



30 PREPARATION AT SCHOOL. 

oral reading, and at the close of this exercise he copied state- 
ments which had been made either by himself or by his class- 
mates. This transcript he was required to read. Thus he had 
manifold practice in studying again and again these few word 
forms. Is he now able to recognize some of these sentences 
which he has studied, without being prepared for them through 
the medium of sound ? 

In the review they are to be presented without being innne- 
diately preceded by oral expression, — the drawings and some 
remembered words serving to recall the thought. 

When the class enters upon the work of reviewing, it is well 
to introduce the repeated sentences towards the close of the 
exercise, or after the pupils' minds have been excited by seeing 
some of the word forms in other expressions. 

The teacher says, " I will write one of the sentences which 
you read yesterday. If you can tell what it is, you may raise 
your hand." 

Perhaps there are some in the class who are not able to 
recognize all the words. Such children should not be forced 
to read that for which they are not yet qualified. They must 
have more practice in seeing statements which are written imme- 
diately after their utterance. There will be others in the class 
who can readily recognize and read the sentence. These should 
be allowed to do so. The slower ones will be gaining a little 
every day until they too can read. 

Teachers must not be in haste to have their pupils take this 
kind of review work before they are prepared for it, but patiently 
await the time when the power to recognize form is more fully 



THE TEACHER'S THOUGHT. 31 

developed. Slow and careful work done in the beginning pre- 
pares a good foundation for accurate and rapid work in the 
future. 



SECTION XVII. 

THE teacher's THOUGHT. 

Soon after the child is able to read, in review, three or four 
different phrases in connection with object words or pictures, 
the teacher wants to know wdiether he can recognize the words 
in other relations than those in which he has already seen 
them ; whether he can comprehend a thought which he has 
not already heard ; whether he can read other thoughts than 
his own. 

Since the time he began an imconscious analysis of sentences 
by noticing the combination of words and pictures, he has been 
gradually separating the words from one another and observing 
their differences. As yet the teacher has not required the recog- 
nition of disconnected words, but as soon as she finds that in the 
review he can readily recognize and read several sentences which 
differ from one another, that he is able to read them irrespective 
of their order of arrangement, she may conclude that he is 
beginning to have some distinct and definite knowledge of the 
forms of words, and that he is now ready to take another step. 
He is ready to see new thoughts expressed, n.ot by seeing new 
words, but by seeing known words in new relations. 

If the words are fully known, the child will be able to 



32 PREPARATION AT SCHOOL. 

recognize them in whatever sentences they may be used. The 
advanced step is taken when he is able to apprehend the thought 
of another person by means of its script representation. This is 
reading or getting thought from written words. 

As it is desirable for pupils tp have different arrangements of 
sentences in order that they shall give attention to each, and 
shall not be tempted to guess their meaning, nor to memorize 
their positions and thus to memorize the words ; so, Avhen the 
pupils are able to separate a sentence into its parts, they should 
see new word arrangements. 

By transposing the words of a statement so as to give the 
interrogative form of expression, a new thought may be given 
without making use of any new words. 

The sentence, " This is a fan," is given by Roy while he holds 
the fan in his hand. It is written on the blackboard ; and then 
the teacher takes a book in her hand, saying, '' I will write 
something, and see how many can read it. I shall begin with 
this part of Roy's sentence [pointing to the word is and writing 
Is] ; then I shall take this part [pointing to and writing tins'], 
and finish with, a fan? 

Is this a fan? 

Who can read it ? Who can ask the question ? " (The book is 
held so that the pupils can touch it.) If the words in Roy's 
sentence are known, the children will recognize them in the 
interrogative sentence. They will think out the meaning of 
the words in this new arrangement and have no difficulty in 
asking the question. If they cannot easily ask it. they are not 



THE TEACHER'S THOUGHT. 33 

quite ready to separate the sentence into words, and the trans- 
position must be dehiyed a while till they have gained the jDower 
to discriminate. 

Sometimes they may notice the capital / at the beginning of 
the sentence and think Is does not mean the same as is, but 
having confidence in the teacher, they will not question further 
if she says, " It is the same word, but I have written it differ- 
ently." 

The greater the numljer of changes that can l^e made in the 
arrangement of the few words known by the children, the greater 
interest they will have while making the necessary number of 
readings. 

Pupils like to see their own names in these interrogative 
sentences. Pronouns also can be used. Thus : — 



Edith can see a hat. 
Can Alice see a hat? 
Can von see a vJ 
Has Roy a top? 
Have yon a 

Can tlie /\) see the 



34 PREPARATION AT SCHOOL. 

Do yon see the ring, Emma? 
Is this 



«k 



When these questions are read, rephes may be given, thus 
affording opportunities for seeing and learning the words yes 
and no. The repHes will incidentally cause many repetitions 
of nouns and pronouns. 

Can yon see a cherry? 

No, I can not see a cherry. 

Has Alice a ^ 

Yes, she has a ^ 

If, without assistance, a child recognizes the thought expressed 
by these written words, then he has learned to read them. 
At the time the sentence, — 

Is this a fan? 

was written the pupils had not been prepared for the question 
by hearing the oral expression ; they did not know what the 
teacher was to write ; they were to gain the significance of the 
sentence from their knowledge of the words composing it. The 
ease and fluency with which it was read depended upon their 
prompt recognition of the word forms. 



THE FIRST READING. 35 

SECTION XVIII. 
THE FIRST READING. 

As soon as the child has learned the forms of a few of the 
words which he unconsciously uses in his utterances, he must be 
given practice in reading these words as used by another for 
expressing thought. 

For his earliest lessons in reading he must have sentences 
constructed by his teacher and not those taken from a book, 
because the teacher knows just what words and what arrange- 
ments have been studied, and she can present that which he is 
able to read easily. If his first reading consists of sentences 
from a Ijook, he may encounter words or phrases for which he 
is not prepared. This will have a tendency to produce that 
unpleasant faltering that is sometimes heard in the schoolroom. 
If a word is not known, he will pause before attempting to 
pronounce it, and this hesitancy soon becomes a habit, so that 
his oral reading is not agreeable. To be obliged to pause before 
words because they are not readily recognized, will prevent a 
clear and full understanding of what is read. The teacher who 
knows a pupil's vocabulary does not make the mistake of pre- 
senting any obstacles before he has had considerable jDractice in 
reading. She allows him to attempt only such words as he has 
seen frequently in the script representations of his own thought 
expressions, only those which are familiar. He needs to under- 
stand that it is necessary for him to know the words before he 
can know the thoughts which they symbolize, and before he can 



36 PREPARATION AT SCHOOL. 

read or ''tell" the thought to another. He must never be 
allowed to read or " tell " a sentence till he has its meaning. 

The blackboard affords opportunities for presenting the many, 
many sentences which the child requires before he is able to read 
from a book. 

The teacher's sentences are to be interspersed through all the 
early reading lessons, that he may become accustomed to seeing 
thoughts for which he has not been prepared by sound. 

Presenting sentences in this manner is an examination to 
ascertain whether a pupil knows the combinations he has seen, 
and to test his power to recognize words in new relations. 



SECTION XIX. 

SILENT READING. 

In all the work which has been done thus far to prepare the 
pupil for reading, he has been required to give verbal expression 
to all the script sentences which he has seen. In order to derive 
the greatest benefits from knowing how to read, he should be 
able to comprehend thoughts without so much effort. To econ- 
omize time, he must be able to read silently. When he acquires 
this power, he will be able to glance over a page and see its 
significance without being obliged to gain the thoughts through 
the pronunciation of words. 

A child, while learning to recognize word forms, and while 
being required to orally pronounce these words in order that the 



SILENT READING. 37 

teacher may ascertain whether he knows them, should also have 
some practice in silent reading. Silent reading must have a 
place" in the earliest lessons as a test of the pupil's ability to get 
thought through the sense of sight. 

A device which will almost always secure good results is to 
have either the teacher or some pupil point to one of the 
sentences and ask some one to make it true. If it is, — 

I have a fan, 

a child makes it true ]jy getting a fan. This device cannot be 
used with all sentences. Another may be used for questions. 
Pointing to an interrogative sentence, — 

Have you a pencil? 

the teacher says, "All may read this, and when you know what 
it is, think an answer for it." The pupils read and think an 
answer ; then the hands are raised. 

"Alice may tell her answer." 

"Yes, I have a pencil." 

" Those who have the same answer will drop the hand. If 
some one has a different answer, we shall be (j;lad to hear it." 



Can you see a //j 

is the next question which they see written, and, " No, I cannot 
see a stool, but I see a cup," is the reply of somebody who is 
able to read it. This is a long statement, but it is not a difficult 
one, since it is composed of familiar words ; so the teacher writes 



38 PREPARATION AT SCHOOL. 

this answer underneath the question, using drawings for the 
words stool and cup- 

It is well to thus present both long and short sentences in 
one lesson. 



SECTION XX. 

SUPPLEMENTAL READING. 

As soon as the pupil is able to read the sentences given by 
the teacher, he may have some reading in addition to that which 
he sees written on the blackboard. This also affords more prac- 
tice in silent reading. The first supplemental reading is furnished 
by the teacher, who knows the pupil's vocabulary. It consists 
of slips of paper, upon each of which is written one or more of 
the sentences which have been read in some previous lesson. 
One of these slips is given to each pupil in the class, who, when 
he has silently read the sentences, raises his hand. Perchance 
some one has a sentence which he cannot read ; if so, it is written 
on the blackboard, that he may be assisted by his mates. It 
sometimes happens that if a child observes the process of writing 
those words which are but imperfectly known, they will come 
into consciousness, and he can speak them. If, however, he 
cannot recall them after seeing them made by the crayon, some 
member of the class should read for him. 

Day after day the new sentences, as they were given in the 
lessons, were written on slips of paper. These have been accu- 
mulating ; and when the time comes for the pupils to read with- 



SU3IMARY. 39 

out direct assistance from the teacher, there are many of these 
papers to be distributed. On them there may be, in addition to 
those which have been previously written on the blackboard, 
other sentences containing words and pictures which the children 
can recognize. 

To write these slips is not a hard task for the teacher ; it takes 
but little time each day, and they aft'ord most profitable exercises 
for the pupils. They may also be used for busy work. Let each 
pupil take one -to his seat to copy, and afterwards be prepared to 
read his transcript. 



SECTION XXI. 

SUMMARY. 

On the preceding pages it has been shown what kind of 
exercises are necessary before a child is able to read. He pre- 
pares to recognize the thoughts of others, by first learning the 
script form of those words which he uses when giving utterance 
to his own thoughts. 

The words which have the greatest significance for the child 
are most easily learned ; therefore the first sentences which he 
sees should be his own expressions. 

It has been shown that his written vocabulary is increased 
by the addition of those words which he uses unconsciously in 
his speech. In most instances the teacher decides when and 
what new words shall be presented in the script lesson, and then 
makes opportunities for using them. 



40 PREPARATION AT SCHOOL. 

It has been shown how constructions can be so changed as 
to make the needful repetitions without monotony, and at the 
same time give the pupil a thought for which he has not had 
immediate preparation. 

It has been shown how reviews may be given, thus allowing 
the pupils to begin early to practise sight-reading. This is 
another method for directing the attention again and again, 
not only to known words, but also to some of those which are 
imperfectly known, and which must be seen repeatedly until 
they are recognized readily. 

It has been shown how supplemental reading may be pre- 
pared, and its use begun in the early part of the first school year, 
so that the child will become accustomed to read short selections 
in script and print, similar to those which will be furnished for 
additional reading when he has advanced to the First Reader. 
It prepares him for reading other matter than that given at the 
class recitation. 

Every exercise in preparatory reading should be immediately 
preceded by a conversation or talk pertaining to the lesson, in 
order to fill the child's mind with thoughts of the subject about 
which he is to read ; then the words expressing these thoughts 
will be more easily recognized. He will also be better prepared 
for correct pronunciation, having just had practice in pro- 
nouncing. 

Language and reading are intimately connected during the 
preparatory work, thus helping the child to gain the impression 
that the purpose of reading is to interpret thought. 



CHAPTER III. 
FRO 31 SCRIPT TO PRINT. 



To form a srood basis for future work in reading^ from a book, 
preparatory exercises, similar to those which have been suggested 
on the preceding pages, ought to occur two or three times a day, 
or until the pupil can easily read sentences containing from six 
to sixteen words, and until he has a script vocabulary of about 
two hundred words. 

If the child knows the written forms of a great number of 
words, he is aljle to make the transition from script to print with 
ease. He will make more rapid progress in his book-reading 
than if he is forced to undertake printed forms before he has 
acquired the power to read much in script. The transition from 
script to print ought to be made so easily that the pupils will be 
no more affected by it than they might be by seeing a slight 
difference between two styles of chirography. 

Sometimes teachers, fearing there will be difficulties, uncon- 
sciousl}^ give the same idea to their pupils, and thus hinder their 
progress. A teacher would make a great mistake by saying or 
doing anything that would lead the child to think there were 
any obstacles to prevent the ready recognition of the words. 
She must have full confidence that her pupils will succeed. 

41 



42 FROM SCRIPT TO PRINT. 

The script forms of the words composmg the first lessons in 
print must be so well known that the pupils are able to recognize 
them at a glance. Before they are shown to the class, however, 
the children are led to make use of them in the talk which is 
to prepare for the reading and which immediately precedes this 
exercise. 

Prepare the pupils for the first sentence by leading some of 
them to make it in their talk ; then, showing the chart or the 
page of the book on which it is printed, ask them to find the 
sentence which they have just spoken. 

The teacher who has justly performed the work of preparing 
her pupils, may rest assured that she will not be disappointed at 
this time. They will be able to recognize the printed forms of 
all words whose script forms are known to them. AYords that 
are not known perfectly, as well as all new words, must be taught 
as before. 

The pupils have in their script lessons l)een able to read 
much longer sentences than are to be found in the first part of a 
Primer or First Reader. The writing and reading of such must 
not be discontinued ; but now these may l3e said to come more 
directly under the subject of language lessons, and to occupy 
some period of time separate from that allowed for reading. A 
portion of the time allotted for reading must be devoted to a 
talking exercise that will tend specially to the development of 
the thoughts expressed on the printed page. 



DRAWII^G. 



DEAWING. 



There is little clouht that drawing is becoming the strongest 
aid in teaching. Already it is a recognized power in the geog- 
raphy, physiology, and history classes, and is rapidly making its 
way into all departments. This work is designed to encourage 
the application of drawing in the reading class, and to sliow how 
to overcome the difficulties of its introduction. 

The eye and the ear are the most ready avenues through 
which knowledge passes to the mind. They are the complement 
of each other. So also is the art of making thought visible on the 
blackboard the natural complement of oral teaching. The teacher 
who can add to her power of teaching orally the power of illus- 
trating her work on the blackl)oard, by means of simple outline 
drawings, doubles her efficiency. Especially is this true in the 
primary department, where drawdng is peculiarly adapted to 
the work. Here the intelligent teacher talks with chalk in 
hand, illustrating as she proceeds. A child is all eyes and ears. 
The greater part of his information comes through these. To 
see the idea drawn on the blackboard impresses it on his 
mind in the most vivid manner, making impressions that are 
indelible. 

45 



46 DRA WING. 

By the use of drawing, — 

(1) Attention is gained at once, interest is easily awakened, 
and oral drill made more eft'ective. 

(2) Accin\acy of observation is cultivated, the eye quickened 
and rendered incomparably more useful. 

(3) The hand is cultivated, and the foundation of technical 
education laid. 

(4) The knowledge acquired is more accurate. 

(5) The complicated is made simple. 

(6) The w^ork of the class-room is broadened and enlarged. 

(7) The aJDility to seize many points, and at the same time 
grasp them as a whole, as a unit, is being acquired. 

(8) Another means of expression is being taught. 

(9) An art of permanent use in every-day life is being ac- 
quired. 

(10) A mental discipline is given which is not inferior to 
that of any other study. 

Add to this the fact that drawing is a fundamental branch, 
and the basis of the mechanical, decorative, plastic, reproductive, 
and productive arts, and we see at once how essential it becomes 
to a symmetrical education and to general culture. 

now TO DRAW. 

All may learn how to draw. 

You can learn to draw. It is as natural for you to draw as 
it was for you to learn to read and write, and the process of 
learning is the same. 

You may not be a great mathematician, still you have learned 



HOW TO DRAW. 47 

to cipher. You may not be an elegant penman, but you can 
write well enough for all practical purposes. You may not be a 
fine reader, but you can read and understand what you read. 
And so in drawing. You may not be able to become a fine 
artist, but you can learn to draw sufficiently for all practical 
purposes to meet the wants of the class-room, to put simple 
drawings on the blackboard for object lessons and busy work, to 
illustrate lesson truths. You can do all this without a teacher, 
without special instruction, and do it with your class work in 
the schoolroom. In one year you may become quite proficient 
in this work. 

The whole secret of learning how to draw is to draw\ You 
may learn rules and formulas ; others may tell you what to do 
and what not to do ; but sooner or later you will come back to 
the plain fact, that to learn how to draw you must draw. And 
the way you nmst draw is to put into it the same amount of 
perseverance, energy, and thought that you would put into any 
other branch you were to learn. 

Draw every day. Prepare and introduce a drawing in some 
lesson each day, and at the end of the year you will be surprised 
at the progress. 

Do not say, ''• I can't." Do not say, '•'• It is not natural." 
These - sayings belong to the last century, not to this. Prove 
that "you can't" and "that it is not natural" by going reso- 
lutely to work, following the simple directions given below for 
one term, and be convinced that you can draw, and that it is as 
natural for you to do so as it w^as to learn many other branches 
over which you have gained the mastery. 



48 DBA WING. 



HOW TO PREPARE. 



The central idea is ''to draw"; all others are secondary. 
Methods, rules, formulas, "musts," and ''must nots," are all 
subservient to this. All other difficulties will solve themselves 
if you will keep this and draiD. 

These simple directions are all that are needed : — 

(1) Choose any drawing in this book that you wish to use in 
your work during the day. (2) Draw it carefully on paper with 
a lead pencil. (3) Draw it from memory on paper. If you 
cannot do this by copying it once, copy the second, and even 
the third time. (4) Draw it from memoiy on the blackboard. 
(5) Use it in the class. 

Do this each day, and in one year you will have drawn all 
the illustrations in the book. 

You must expect failures and discouragements, especially at 
first, but do not give up, — work resolutely until you have 
gained confidence in yourself. The more you draw, the easier 
and plainer the way appears, until, the art becomes an easy and 
pleasant means of expression, a profitable source of knowledge, 
and a most effective aid in teaching. 

ILLUSTRATIONS. 

The illustrations in this book are designed in tlie most 
simple manner and are drawn with the least number of lines 
necessary to express the idea and in such a manner that if an 
attempt is made to copy them, the right way will be chosen 
naturally. 



ILL US TR A Tl ONS. 49- 

The drawings are so simple tliat no special directions are 
necessary to show how to reproduce them. They are axioms. 

Perspective has l^een eliminated almost entirely, thus making 
the drawing still more simple. 

These drawings may be used for busy work, object lessons^ 
and many of them are adapted to " stick-laying." 

They are divided into — 

(1) Things seen at home. 

(2) Things seen outside the schoolroom. 

(3) The vegetable kingdom. 

(4) The animal kingdom. 

(5) Things seen about people. 

(6) Illustrations expressing action. 

All of these drawings once learned may ])e placed on the black- 
board with little or no interruption to the class work. Even if 
more time than is thought practical is consumed in placing the 
drawing on the board, it is time far from being lost. One of the 
strongest powers of the child is perception. Drawing a picture 
arouses curiosity, and with it the avenues to the mind are opened 
wide. With each stroke of the crayon the child grows as does 
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XV III/ 




NEW ENGLAND BUREAU of EDUCATION, 

ROOM 5, No. 3 SOMERSET STREET, BOSTON, MASS. 



THIS Bureau is the oldest in New England, and has gained a national 
reputation. We are constantly receiving calls for teachers of every 
grade, and from every State and Territory and from abroad. 

During the administration of its present Manager, he has secured to its 
members, in salaries, an aggregate of $1,000,000, and $30,000 during 
the month of August, 1891, and calls for teachers have never been so 
numerous as during the current year. 



TESTIMONIALS. 

From R. M. JONES, Head Master William Penn Charter School, Philadelphia. — Hiram 
Orcutt, LL.D. : Mi/ Dear Sir, — There has always been one tield of usefulness unoccupied, so 
far as my knowledge extends, by any educational bureau in this country : namely, that of assist- 
ing capable and ambitious teachers already at work to better their condition, by bringing them 
into correspondence with employers ready" to offer them better work and better wages. I have 
reason to know that you have successfully occupied this field, and I congratulate you and the 
better class of American teachers upon the fact. 

From Supt. A. P. STONE, Springfield, Mass. — We have obtained several teachers from the 
New England Bureau of Education for the schools of this city, all of whom have proved highly 
satisfactory. We have always found there a good list of well-educated and experienced teachers 
to select from, and the representations made to us concerning the cantlidates have been in every 
case full, reliable, and true. Much time has been saved by seeking teachers through the bureau. 

From C. E. BLAKE, Prof, of Classics, French Protestant College, Springfield, Mass. — Dr. 
Orcutt : I want to tell you how much pleased I am with your method ol' conducting your busi- 
ness. I have been surprised at your resources and ability to assist reliable teachers. I have 
seen enough of your management to convince me that you are one of the few upon whom the 
teachers and school otirtcers can rely ererj/ tune. 

From Hon. JOHN EATON, Pres. Marietta College, and for i6 years U. S. Com. of Education. — 
From my knowledge of Dr. Hiram Orcutt I should not expect any man in the country to excel 
him in selecting the right teacher for the right place. 



NO CHARGES TO SCHOOL OFFICERS FOR SERVICES RENDERED. 

Tencheis who desire positions of preferment should lose no time to avail themselves of 
the special advantages offered by this Bureau. 

Circulars and Forms of Application sent free. 
Address or call upon 

HIRAM ORCUTT, Manager. 



THEY TAKE THE LEAD. 



The Journal of Education. 

A. E. WINSHIP, Editor. 

Is published, weekly at $2.50 a year, or i^l.25 for six months. Many of 
the ablest educators in the country are regular contributors to its columns. 
It has a large amount of every-day, practical matter for teachers of all 
grades. Its departments cover every branch of educational work. 

A Four-page Supplement to the Jouei^al is published monthly, con- 
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— n\ For 25 cents, stamps taken, we will send you 

TRIAL TRIP. J) ' 1 ' J 



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SAMPLE COPY FREE. 



The American Teacher. 

Is a rort3'-page Periodical, ]>ublished monthly at f 1.00 a year. It is ably 
edited by ^ ^ WINSHIP and W. E. SHELDON, 

two educators of large experience, and is Avithout doubt the most popiilar 
monthly educational published, having a large circulation in every State 
and Territory. It is popular because it is practical. 

SAMPLE COPY FREE. 



NEW ENGLAND PUBLISHING COMPANY, 

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